在過去十年中，多媒體教材因為具有容易取得和多樣變化的特性，被提倡作為一種創新且有助益的教學工具。過往的研究多數聚焦於影片字幕對不同語言程度學習者的影響，且顯示了使用不同影片字幕型態對語言學習不同面向的研究發現。為了統合眾多研究的結果，Montero Perez, Van Den Noortgate及Desmet (2013)首度進行了後設分析，歸納了10篇關於影片字幕字彙學習的實徵研究。雖然該研究發現指出使用影片字幕在外語字彙學習上有很好的成效（g = .87），但對於顯著的調節變項僅提供了少許的資訊。近幾年來，隨著新興研究大量且快速地累積，透過後設分析再次檢驗影片字幕對字彙學習的成效是迫切重要的。因此，本研究旨在擴大文獻蒐集的時間範圍並增加調節變項的數量，同時從宏觀和微觀的角度提供最新的觀點。根據所訂定的研究納入標準，本研究對1992年至2019年的32篇實徵研究進行了後設分析。其中，總共萃取了143個效果量，研究規模達3,284名參與者。隨機效果模式的結果顯示，影片字幕對字彙學習有一個中度偏大的效果量（g = .71），並證實了異質性的存在（I^2= 81.74％）。此外，調節變項的分析結果顯示，在十四個潛在調節變項中，有六個是重要的顯著調節因子，包括了研究地區、第一語言、語言距離、求學階段、字幕型態及標的詞的選擇。根據研究發現，本研究提供了教師、研究者及教材從業人員教學上的建議以及未來研究的發展方向。

Over the past decade, multimedia materials have been advocated to be used as an innovative and effective teaching tool because of its accessibility and flexibility. Majority of the existing studies largely focused on the effects of captioned video on learners of different language proficiency, and report findings on different learning aspects with different measures. To integrate the findings, Montero Perez, Van Den Noortgate, and Desmet (2013) conducted a ground-breaking meta-analysis to summarize 10 studies on the effects of captioned video for vocabulary learning. Although a large effect was identified (g = .87), potential moderators accounting for the varying effects were insufficiently provided. Witnessing a rapid accumulation of research in recent years, the need to re-examine the effect by a research synthesis cannot be overstated. To this end, this study intends to enlarge the retrieving time frame and expand the scope of moderators, providing an updated view from both macro and micro perspectives. Followed by a planned protocol, 32 primary studies from 1992 to 2019 were meta-analyzed. In total, 143 effect sizes were extracted with 3,284 participants in this study. Results from random-effects models revealed a medium-to-large effect (g = .71) and confirmed the presence of true heterogeneity (I^2= 81.74%). Furthermore, six out of the fourteen potential moderators were found to significantly relate to the variability in effects, including region, first language, linguistic distance, instructional levels, types of captions, and target word selection. Based on the findings, the current study provides pedagogical implications and future directions for educators, researchers, and practitioners.

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